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 Photo by Stephen Marklew
Cael D. Zorn, PhD

EDUCATION

2011 Ph.D. Philosophy of Education, Ontario Institute for Studies in Education, University of Toronto, Toronto, Ontario
Dissertation Title: “Enactive Education: Dynamic Co-Emergence, Complexity, Experience, and the Embodied Mind
2001 Ph.D. Candidate in Philosophy [All but dissertation]
York University, Toronto, Ontario
1995 M.A. Philosophy, McMaster University, Hamilton, Ontario
Thesis title: “A Hermeneutics of Technology: Don Ihde’s Postmodern Philosophy of Technology.”
Supervisor: Gary Madison
Second Reader: Don Ihde.
1992 B.A. Philosophy (Hons.), Distinction, University of Toronto
   

AFFILIATIONS

Ethics Practitioners Association of Canada
Association for Practical and Professional Ethics        
Canadian Society for Studies in Practical Ethics
Canadian Centre for Policy Alternatives
Canadian Centre for Ethics and Corporate Policy
John Dewey Society
Merleau-Ponty Circle
Philosophy of Education Society (U.S.)
Canadian Association for Studies in Education
Society for Phenomenology and the Human Sciences
Society for Philosophy and Technology
Society for Phenomenology and Existential Philosophy

PROFESSIONAL DEVELOPMENT

Job Design Concepts Inc.
Project Management Training
January 28, 2010, 9:00 a.m. – 4:00 p.m.

Skills learned:

  • Explain the components of effective project management
  • Understand how the relationship between teamwork and planning affects the outcome
  • Identify tools to use in planning, scheduling, measuring and monitoring progress
  • Develop awareness of their skill level in project management

Job Design Concepts Inc.
Assertiveness Skills Training
January 21, 2010, 9:00 a.m. – 4:00 p.m.

Skills learned:

  • Getting your ideas, plans and feelings across with confidence and conviction
  • Differentiate between aggressive behaviors which can create antagonism, assertive behavior and passive behaviors which can hinder your performance
  • Overcome any reluctance and to practice assertion appropriately in dealing with difficult situations
  • Improve interpersonal relationships, job satisfaction and task accomplishment

York University, Atkinson Faculty Workshop
“The Duty to Accommodate: Implications for the Classroom”
May 3, 2006

Facilitated by York’s Office of the Ombudsperson and Centre for Human Rights

York University
Course Design Institute, Centre for the Support of Teaching
2005

The Course Design Institute supports participants who are developing new courses or programs, or who are modifying existing courses. The Institute will guide participants through the four stages of course development, focusing on strategies and approaches that will enhance student learning. The Institute will also explore ways to enhance learning and accomplishment of the new OCAV Guidelines for Degree Level Expectations by integrating student inquiry into courses. By the end of the Institute, participants will have made substantive progress on their course outlines, and received extensive feedback from colleagues and members of the CST staff.

York University
University Teaching Practicum, Faculty of Graduate Studies
1998

This program of professional development in university teaching and learning aims to provide opportunities for participants to develop knowledge and engage in practices required for effective university teaching.

 York University
University Teaching and Learning Course, Faculty of Graduate Studies
1997

This course examined the theory and practice of university teaching.  Topics included philosophy and goals of higher education, ethics, learning theories and learning differences, critical pedagogy, and teaching strategies. 

University of Toronto
Ontario Academic Credit in Philosophy Teaching Practicum
1997

The purpose of the practicum is to provide graduate students with experience teaching secondary school-level philosophy classes and the opportunity to be mentored by high school philosophy teachers.